Classroom instructional practices in greater detail, particularly how teachers in high-performing systems facilitate conceptual

The gap

Evidence profile

Sourced from the inline gaps and recommendations of the source papers, classified as general, spanning 6 journals.

Supporting evidence — 6 representative gaps

• Why Do East Asian Education Systems Excel in International Mathematics Assessments? A Systematic Review of Evidence from Singapore, Hong Kong, Taiwan, and Macao (2026) · Cognitive Insight in Education · doi

  First, future studies could investigate classroom instructional practices in greater detail, particularly how teachers in high-performing systems facilitate conceptual understanding and mathematical reasoning during lessons. Third, future investigations could explore how the educational strategies identified in this review might be adapted and applied in different cultural and institutional contexts, especially in countries seeking to improve mathematics education outcomes. Despite these insights, several areas warrant further research.

  generalinline gaps
  Keywords: future first investigate classroom instructional practices greater detail particularly teachers high performing systems facilitate conceptual
• A Causal-Comparative Study of Flexible Learning Modalities on Mathematical Comprehension among Second-Year College Students (2026) · International Journal For Multidisciplinary Research · doi

  Based on these findings, the following are recommended: For Students: Actively engage in interactive problem-solving and utilize recorded lectures and digital tools to manage cognitive load. IJFMR260378851 Volume 8, Issue 3, May-June 2026 7 International Journal for Multidisciplinary Research (IJFMR) E-ISSN: 2582-2160 ● Website: www.ijfmr.com ● Email: [email protected] For Educators: Redesign synchronous instructions by using digital tablets or document cameras to replicate F2F visual clarity and slow the instructional pace, including frequent formative checks. For Policymakers and Administrators: Invest in reliable infrastructure and "zero-rated" data access for learning platforms to bridge the digital divide, while providing faculty training focused on structured, interactive design. For Future Researchers: They should use this study as a foundation to explore these issues further, perhaps utilizing a sequential explanatory design to investigate the specific technical and social barriers that persist in mathematics education within the Philippine context. REFERENCE: 1. Abdikerova, Z. (2024). Innovative Approaches to Teaching Fundamental Concepts in School Mathematics: A Comparative Study. Eurasian Science Review an International Peer-Reviewed Multidisciplinary Journal, 2(2), 162–168. https://doi.org/10.63034/esr-45 2. Joni K.A., Cindy T. (2021). Online teaching effectiveness: A case study of online 4-week classes in a graduate information systems program. 3. Mansour S.A., Enas A.T. (2023). A Comparative Study of the Effects of Distance Learning and Face-to-Face Learning during the COVID-19 Pandemic on Learning Mathematical Concepts in the Kingdom of Bahrain. Education Sciences, 13(2), 133.

  generalrecommendations
  Keywords: ijfmr learning digital interactive international journal multidisciplinary design mathematics education teaching concepts comparative online face
• TEACHERS’ PERCEPTIONS OF DIGITAL CURRICULUM IMPLEMENTATION IN JORDAN (2026) · Turkish Online Journal of Distance Education · doi

  Based on the study’s findings, the following recommendations were made: • Train teachers on how to use digital curricula effectively in Jordan. • Develop and implement strategies and plans for the continuous development and monitoring of digital curricula in Jordan, which are future-oriented and keep pace with technological advancements. • Conduct further studies on digital curricula in Jordan. • Design programs to enhance teachers’ attitudes toward digital curricula. • Provide financial support to properly implement curricula in the digital learning environment. 338 BIODATA and CONTACT ADDRESSES of AUTHORS Dr. Ahmad Bani MARI received his PhD in Islamic Education Curriculum and Teaching Methods in March 2017. His academic interests include conducting scientific research on Islamic education and its teaching methods, the application of artificial intelligence in Islamic education, educational multimedia, learning interfaces, open and distance learning, the future of education, e-learning, and the use of the internet in education. He has published more than 11 articles in international journals, contributed a chapter to an international book, and has also published other articles and research papers both nationally and internationally, in addition to participating in local and international conferences.

  generalrecommendations
  Keywords: digital curricula education learning jordan islamic international teachers implement future teaching published articles based following
• 21st-century skill integration in Jordanian 9th-grade mathematics textbook (2026) · International Electronic Journal of Mathematics Education · doi

  Given the said results and discussion, the current article recommends raising the level of including digital culture skills in mathematics textbooks due to their importance in the age of technology and including the content of the ninth-grade mathematics textbook with activities and life situations that encourage creative thinking and teamwork. Other key recommendations are reflected in implementing training courses that help mathematics teachers integrate 21st-century skills in implementing lessons and classroom activities in mathematics classes and conducting comparative studies between the content of mathematics textbooks for the basic stage in Jordan with developed countries in the Arab World in mathematics education to determine the availability of 21st-century skills in those textbooks. Author contributions: ONM: investigation, data collection; YW: conceptualization, methodology, supervision; RAG: data analysis, validation; SK: research design, methodological framework; TJ: writing – review & editing; FT: resources, technical support. All authors jointly contributed to the interpretation of results, reviewed the final manuscript, and approved the submitted version. Funding: No funding source is reported for this study. Ethical statement: This study was conducted in accordance with ethical research standards. The research involved the analysis of publicly available educational materials (9th-grade mathematics textbooks) and did not include human participants, personal data, or confidential information. Therefore, ethical approval from an institutional review board was not required. The authors further stated that the study was conducted with integrity, transparency, and academic honesty. AI statement: The authors stated that no generative artificial intelligence tools were used in the writing of this article. Declaration of interest: No conflict of interest is declared by authors. Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author. REFERENCES Abboud, H. (2020). The extent to which 21st-century skills are included in the Arabic language textbook for the third intermediate grade. In Proceedings of the 1st International Scientific Conference on Educational and Psychological Sciences. Abu Ghalioun, E. (2016). The degree to which Islamic education books for the upper basic stage in Jordan include contemporary standards for environmental education. Al-Quds Open University Journal for Educational and Psychological Research and Studies, 1(16), 147-176. Ahmed, R., & Al-Maamari, A. (2021). Evaluating the content of the mathematics textbook for the seventh grade in Yemen in light of 21st-century skills. Imran University Journal, 1(2), 253-272. Al-Assaf, S. (2014). A researcher’s guide to behavioral sciences. Obeikan Publishing House. Al-Balawi, A. W., & Al-Balawi, M. (2019). A vision for a proposed training program to develop some 21st-century skills among primary school mathematics teachers in Tabuk. Arab Studies in Education and Psychology, 8(107), 387-433. Al-Casey, A., & Azzam, R. (2018). The level of mastery of scientific experimentation skills by King Khalid University students studying science in light of the requirements of 21st-century education: An evaluative study. Resalat Journal of Education and Psychology, 2(60), 91-116. Al-Eid, I. (2019). Analysis of the content of technology books for the basic stage in light of the 21st-century skills and the extent to which tenth grade students acquire them [Unpublished master’s thesis]. College of Education, Islamic University, Gaza. Al-Harbi, I. (2019). The extent to which 21st-century skills are included in the mathematics textbook for the third intermediate grade. Journal of Education, 183(1), 512-554. Al-Harbi, M., & Al-Harbi, N. (2021). The level of inclusion of 21st-century skills in the mathematics textbook for the second intermediate grade in the Kingdom of Saudi Arabia in light of the common dimensions of the Education and Training

  generalrecommendations
  Keywords: mathematics skills century education grade textbook textbooks content authors university journal light level training basic
• The efficacy of teachers’ instructional strategy on students’ performance in mathematics (2026) · Journal of Mathematics and Science Teacher · doi

  In light of the results and conclusions, the following suggestions were put forth: 1. To improve the growth of students’ learning experiences, teachers should establish an appropriate atmosphere for learning. 2. To maintain students’ interest and motivation throughout the learning process, teachers should also broaden their understanding of different teaching techniques. 3. To improve students’ comprehension of topics presented (from concrete to semi-concrete to abstract), teachers should offer lessons using teaching and learning resources. 4. Students should be encouraged to start associations and organizations focused on mathematics and to routinely host a variety of competitions. 5. Regular workshops and conferences are necessary to allow educators to develop new knowledge and approaches to teaching and delivering a range of subjects. Funding: No funding source is reported for this study. Ethical statement: The author stated that the procedure used in this study was approved by the ethical review board of Akenten Appiah- Menka University of Skills Training and Entrepreneurial Development on September, 2024 with approval code: AAMUSTED/AIERC/2024/004, in accordance with the Declaration of Helsinki's standard. Anonymity and confidentiality if respondence were fully considered. AI statement: The author stated that there was no AI tool employed in this study. The author is solely accountable for the data used in the study. Declaration of interest: No conflict of interest is declared by the author. Data sharing statement: Data supporting the findings and conclusions are available upon request from the author. REFERENCES Adunola, O. (2011). The impact of teachers’ teaching methods on the academic performance of primary school pupils in Ijebu - ode local area of Ogun State. Ego Booster Books. 8 / 9 Adu / Journal of Mathematics and Science Teacher, 6(2), em097 Ahmad, M. (2022). Mathematics phobia in students: A concern. Rising Kashmir. http://risingkashmir.com/mathematics-phobia-in- students-a-concern-611a9174- 3fe4-4ef9-a2a6-089e511a4d68 Ayeni, A. J. (2011), Teachers professional development and quality assurance in Nigeria secondary schools. World Journal of Education, 1(2), 143-149. https://doi.org/10.5430/wje.v1n2p143 Barrett, J. L., Denegar, C. R., & Mazerolle, S. M. (2018). Challenges facing new educators: Expanding teaching strategies for clinical reasoning and evidence-based medicine. Athletic Training Education Journal, 13(4), 359-366. https://doi.org/10.4085/1304359 Bhardwaj, B. K., & Pal, S. (2011). Mining educational data to analyze students' performance. International Journal of Advanced Computer Science and Applications, 2(6), 63-69. https://doi.org/10.14569/IJACSA.2011.020609 Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Routledge. https://doi.org/10.4324/9781410606365 Carbonneau, K. J., & Marley, S. C. (2013). Activity-based learning strategies and academic achievement. In J. A. C. Hattie, & E. M. Anderman (Eds.), The international handbook of student achievement (pp. 282-284). Routledge. Chang, Y.-C. (2010). Students’ perception of teaching styles and use of learning strategies [Master’s thesis, University of Tennessee, Knoxville]. http://www.trace.tennessee.edu/utk_gradthes/782 Cuban, L. (2006).

  generalrecommendations
  Keywords: students learning teaching teachers mathematics author journal https interest statement strategies conclusions improve concrete educators
• Digital Learning Tools in Language Education: An Explanatory Model of Their Effects on Language Skills and Quality of Life (2026) · Education Sciences · doi

  Based on the study findings, the following recommendations are proposed: 1. 2. Integrate recent advances in digital learning technologies into both pre-service and in-service Arabic language teacher preparation programs to strengthen their use in lesson planning, implementation, and assessment in order to improve students’ quality of life and support linguistic skill development. Provide targeted training for Arabic language teachers on the effective use of digital learning tools in lesson design, delivery, and evaluation. 3. Use the study instrument (questionnaire) and its dimensions as a reference for as- sessing how digital learning tools are used in lesson planning, implementation, and evaluation when evaluating teachers’ performance. Develop Arabic language curricula by embedding digital tool-based applications that support linguistic skill development and enhance students’ quality of life. 4. 5. Update professional licensing standards for Arabic language teachers to include criteria related to improving students’ quality of life and the effective integration of digital learning technologies in lesson planning, implementation, and assessment. Promote equitable access to professional development related to digital learning tools, with a focus on supporting teachers with lower levels of digital engagement to help reduce gender-based differences. 6.

  generalrecommendations
  Keywords: digital learning arabic language lesson teachers based planning implementation students quality life development tools technologies

Questions about this gap